Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students will understand that WWII affected Communities in the world.(Where) This has real life implications as it is important to know the relation between the students current community and the world community and how they have changed to see the direction we are heading. (Why), Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals and institutions in the world.(What) (H)1.2 The students will be shown political cartoons in this lesson, it will be good to get them introduced to the key players of the war but it will tie this lesson into the next one about political processes. (Hook) (E)1.3 Students will know Hitler, Truman, Roosevelt, Mussolini, Hirohito, Churchill, Chiang Kai-Shek, Stalin, allies, axis, the big three, Nazi (Equip), The graphic organizer that I chose was the step by step organizer as it is a good outline tool to find these specific topics and find details about them. The cooperative learning that I have chosen is the think, ink, pair, share model as it should allow them to find the information and then get together to compare information and have access to things that they may not have found on their own. (Explore), The students will create a blogger, this will be continuous, where they will post about the major communities discussed during the lessons and how they can relate themselves to the community or how their community relates to that community.(Experience) (R)1.4 The students will take bubble wrap and put the terms and necessary information that they will need to learn in the course of the unit and throughout they will pop the bubbles when they have learned them(pop-it), for this specific lesson they will use quick writes to write down at the end of their lesson their understandings of the information gathered during the class. (Rethink), The students will have a checklist that they will need to complete in tandem with the pop it in order to display that they have gained all of the information necessary to do the blog on blogger as well as work towards the final project. The checklist may also be a good addition to the students portfolio. (Rethink/Revise), the feedback to the student from the assignment will be a teacher done checklist that they will receive after the project. (Revise/Refine), (E)1.5 Formative Assessment - Pre-Assessment:I would us a matching sheet with the major vocab to cross what they think certain words mean against what the proper definition is. Checking for Understanding: Pop it and Quick writes Timely Feedback: Teacher, self (Evaluate) (T)1.6 Tailors Verbal: I will be using quick writes to have them communicate their understandings after the lesson. I will also be using the blogger for writing down how their community is similar to the ones of World War II Logic: The step by step chart is very logical as it is a step by step process as to how things change as a result of other things. Visual: I will be using political cartoons at the beginning of this lesson to introduce the people and start to ease them into the next lesson about political processes. Musical: The war affected the entire music industry, how did the war change the music? How did the music of World War II affect people and the communities? How would this be compared to today? Kinesthetic: The pop it will be hung on the wall and when they have learned one of the subjects on the pop it they will go over pop it off and then write a short blurb on a sticky note as to what they learned about it and put it in their individual box. Intrapersonal: The pop it will be worked on as an individual project for each student to accomplish on their own. Interpersonal: My whole lesson is based around how the students can relate themselves to other people and communities. Naturalist: As it is the beginning of the war, I will show the students maps based on the state of the world at the beginning of the war and at the beginning of US involvement in the war. (O)1.7 Students will be able to relate themselves to communities around the world with their own or to themselves. (Empathy) Product: Blogger Number of Days: 3 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that WWII had specific impacts on political processes and developments.(Where) This has real life implications as it outlines political parties that existed in the time, will encompass why they no longer exist, why they may no longer be conducive to the world we live in, and the political processes that they see today as a result of what may have happened then (Why),Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals and institutions in the world.(What) (H)2.2 I want to revisit the political cartoons that we saw initially as well as several more, with this unit being on political processes the political cartoons will facilitate the lesson as well as tie in the previous lesson and keep a chain of knowledge. (Hook) (E)2.3 Students will know Democracy, fascism, socialism, communism, Proportional representation, monarchy, Totalitarianism, imperialism, (Equip), The graphic organizers I chose were time order chart and t-chart because it is important to see them in relation to each other as far as their rise and fall and also their relation to each other as their theories dissent. The cooperative learning I chose was the onion ring because the students because it would facilitate short one on one conversations between partners about the respective political processes. (Explore), The students will create a glogster in which they will compare and contrast the political processes themselves and then compare and contrast the political processes from before and after the war within the major countries. (Experience) (R)2.4 The students will do the onion ring exercise to check for understanding during the lesson to confirm their knowledge of the terms. (Rethink), The students will have a checklist that they will need to complete in tandem with the onion ring in order to display that they have gained all of the information necessary to do the glogster effectively as well as work towards the final project. The checklist may also be a good addition to the students portfolio. (Rethink/Revise), the feedback to the student from the assignment will be a teacher done checklist that they will receive after the project. (Revise/Refine), (E)2.5 Formative Assessment - Checking for Understanding: Onion ring Timely Feedback: Teacher, self, peer (Evaluate) (T)2.6 Tailors Verbal: The onion ring caters to the verbal learners as it is a one on one talking experience in which the student will get the chance to voice their answer. Logic: The time order chart and t-charts are both highly logical and apply to the mathematically minded. Visual: The glogster appeals to the visual learner as it is a virtual poster that will consist of pictures and videos. Musical: This was the beginning of the music industries shift towards political music, it would be interesting to share the beginnings of this political music towards them. Kinthestic: The onion ring activity applies to the kinesthetic learner as it is largely a moving activity where they will respond to multiple people. Intrapersonal: The glogster will work as an intrapersonal activity because it will be a one, two, or three person activity so they will have the opportunity to work by themselves. Interpersonal: This lesson will work with interpersonal learners as it gives the student the opportunity to do the onion ring with multiple people or work on the glogster with a partner. Naturalist: There are many political maps that emerged during this time and they changed frequently, using the maps to show the changes in the political geography for the naturalists would be a good tie to last lesson and should appeal to them. (O)2.7 Students will be able to compare and contrast political processes and describe how they were different at the beginning and end of the war. (Perspective) Product: glogster Number of Days: 4 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students will understand that WWII altered how the world looks at itself and each other.(Where) War has an effect on countries as a whole and they will look at this within the context of World War II and then within the context of today. (Why),Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals and institutions in the world.(What) (H)3.2 I will show the video recorded on Hilary Clinton about the International Human Rights day. (Hook) (E)3.3 Students will know...People to people relations(Equip), The graphic organizer I chose was the step by step chart which would facilitate learning in this lesson as it would be easy to work through events and how they may have effected world views. The cooperative learning model that I chose to use was the clicker model as with it being electronic the students could respond individually without the influence of their peers and give genuine responses as to how they believed the world changed in a simplified form. (Explore), World war II, as part of the beginning of the auditory age, the students will make an audio recording of important events and speeches in their own words. (Experience) (R)3.4 The students will use the clickers to respond individually without the influence of their peers and give genuine responses as to how they believed the world changed in a simplified form. (Rethink), The students will have a checklist that they will need to complete in tandem with the clickers in order to display that they have gained all of the information necessary to do the audio file project effectively as well as work towards the final project. The checklist may also be a good addition to the students portfolio. (Rethink/Revise), the feedback to the student from the assignment will also come back in the form of a checklist. (Revise/Refine), (E)3.5 Formative Assessment - Checking for Understanding: clickers Timely Feedback: Teacher, self, peer (Evaluate) (T)3.6 Tailors Verbal: The students will be making an audio file using their own voices as well as clips from the era. Logic: The clickers are a piece of technology that apply to mathematically minded people. Visual: The video hook should lure these people into the lesson. Musical: The music between countries is very different as a base but the music during war has some amazing differences but similarities as well. Kinesthetic: Intrapersonal: The clickers are an assignment that will be completed individually. Interpersonal: The audio file can be made in groups or by themselves. Naturalist: (O)3.7 Students will be able to realize how they see the post-war world as a result of the events that occurred during the war. (Self-Knowledge) Product: .Audio file Number of Days: 3
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students will understand that WWII altered how the world looks at itself and each other.(Where) This has real life implications as it will teach the students about why war related events have continuous long standing effects on the views of the masses. (Why),Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals and institutions in the world.(What) (H)4.2 The hook for this lesson will consist of showing maps that connect the countries through advancements before and after the war. (Hook) (E)4.3 Students will know major events and places such as Pearl harbor, Normandy, Iwo Jima, Bastogne, Hiroshima, Nagasaki, Rape of Nanking, sino-Japanese wars, Soviet Union, Poland, Austria, England, Israel, Afrika korps, Ardennes, Aushwitz, Battle of Britain, Battle of the Bulge, Berlin, Concentration Camps, Dwight Eisenhower, Gestapo, Guadalcanal, Hitler youth, Holocaust, Leningrad, Manhattan project, Mariana islands, Battle of Midway, Okinawa, Sudetenland, Warsaw Ghetto, Yalta Conference, Atomic Bomb, Japanese internment.(Equip), The graphic organizer chosen for this lesson would be a t-chart consisting of one side having the major events and the other side having the implications of those events in it. The cooperative learning model that was selected for this lesson is partners as it will allow the students to teach and learn from each other. (Explore), The students will create a google doc in which they will write a short position paper about the stance a certain country took in the world after the war, the students will then choose the paper of another student in the class and evaluate whether the world views of the two correspond or not on another google doc. (Experience) (R)4.4 The checking for understanding will be a corollary for the end of lesson task where they will use a country and write about their views, they will then work with a partner who will read it and then give them a piece of advice about it. (Rethink), There will have to be a rubric for this lesson as there are no specific things that can be checked off for multiple countries, in example the point of view of Poland was much different than Germany after the war, with a rubric they can be assessed as to the quality of the work. (Rethink/Revise), Feedback by teacher on Product will come back in the form of a rubric as well. (Revise/Refine), (E)4.5 Formative Assessment - Checking for Understanding: give one get one Timely Feedback: Teacher, self (Evaluate) (T)4.6 Tailors Verbal: The give one get one is a writing activity so this will appeal to linguistic students. Logic: Using the computers to access google docs should apply to the logically minded people. Visual: The maps provide a visual presence to apply to these students. Musical: Music changes greatly from war to war as they relate to the people, looking at the changes in music from war to war would show a great effect on the masses of people. Kinesthetic: Intrapersonal: The first part of the lesson they will write about a country. Interpersonal: After writing about a country the students will work in teams to give advice about their writing. This lesson also works with the cooperative learning partners. Naturalist: Maps are a large portion of this lesson and they should appeal to these students. (O)4.7 Students will be able to document the world views of specific countries after World War II as a result of the many factors and events in the war. (Interpretation)Product: Google docs, Number of Days: 3 (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand that WWII affected Communities in the world and the world community. (Where) War has an effect on communities, the effect is different depending on how the community was involved in the war, this will help the students relate to the fact that unlike here other countries have seen war around and in their homes where the most recent event of war on home soil for the united states was September 11th similar to the one of pearl harbor. Other countries see acts of war on a daily basis in their home land. War however has an effect on you no matter where you live. Everything, not just war, affects the world it doesn't have to be in your back yard to affect you. (Why), Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals and institutions in the world.(What) (H)5.2 I will show the first few minutes of FDR's infamy speech from December 8th 1941 to exhibit the beginnings of world view changes for the United States I will relate this to the September 11th attacks and present a small clip of that to make the connection between the speeches. The speeches are meant to unite the people under a common cause, these speeches were directed to the country, uniting the country into one community. The country was not the only thing effected by these events though, look at the preceding events and events that follow. (Hook) (E)5.3 Students will know the difference between relating themselves to other people from relating other people to other people the students will also know that events such as these effect the entire world as the world is a community. (Equip), For the graphic organizer in this lesson I chose to use both a timeline and a venn diagram. The timeline would outline the time frame of changes in the world, something that we have been looking at the whole unit. (this will be a class wide project where the students will work in groups and the war will be broken up into years and the battles/leaders/events from the previous lessons will be put into a timeline, which each student will fill out their own timeline. After this is completed the students will get into groups with a person from the initial groups and they will share the information so that the students have all the events in a timeline for themselves.) Then the diagram will pick out the specific changes that occurred after a grouping of pre-selected events. The cooperative learning chosen for this lesson was the every pupil response. this was chosen because there can be many correct answers to these questions and this way everyone will be able to put in their answer via the flash cards. The students will be presented with a selection of questions about how the world reacted to events and the students will write their answers and present them, if they choose to the class. They will be reminded that there are a plethora of answers and they should not be afraid to answer differently than another student. The students will also be writing their own mini speeches on how they would handle a traumatic event that they would deliver if they were presidents of the United States. (Explore), The product for this lesson would end up being a prezi as it would be a more in depth timeline comparison of one event in the war. The event that they choose will end up being the concentration in their final project for the next lesson. They will find the list of occurrences in the event and make a prezi of this in depth timeline where they will break down what happened in the event. This will be presented in the form of a gallery walk where they will go around the class and take a few minutes to look at everyone's to gather ideas for their own. (Experience) (R)5.4 The students will use the every pupil response in order for everyone to put in their answers because there may be many correct answers to the questions associate with this and it would facilitate their ideas and not terminate them through someone answering with one of the multiple correct answers. (Rethink), The assessment for this project will be a checklist to see if they got the major understandings behind this idea. (Rethink/Revise), and feedback by teacher on the Product will also come in the form of a checklist done during the gallery walk and they will get them back immediately after. They will then be presented the opportunity to get back half of the points they lost by fixing what they missed. (Revise/Refine), (E)5.5 Formative Assessment - Checking for Understanding: every pupil response Timely Feedback: Teacher, self (Evaluate) (T)5.6 Tailors Verbal: The timeline on this one will have a lot of writing on it as well as the venn diagram. They will also be writing a short paper/speech on how they would respond to a tragedy if they were president. Logic: Venn diagrams appeal to logically minded people. These students should also like using the prezi as it is a web based computer tool. Visual: The Prezi will work to engage these students that learn visually as it uses pictures and videos. The hook also being videos and images should appeal. Musical: The students will have the option of putting music in their prezi's if they so choose. Kinthestic: The students will have many chances to be up and out of their seats moving around to work in groups with the timelines. Intrapersonal: The venn diagram will be completed individually as well as the every pupil response being individual. Interpersonal: The timeline will be working extensively in groups. to complete all of the work. Naturalist: These students should be drawn into this lesson because of the real world application making the association of their own community with the world community. (O)5.7 Students will be able to exhibit why communities changed (Application)Product: Prezi, Number of Days: 4 (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that WWII had specific impacts on political processes and developments.(Where) This has real life implications as it deals with the ends of the political situations and how they effected the ones to come.(Why),Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals and institutions in the world.(What) (H)6.2 I will show the my student sample of the newscast that I did. (Hook) (E)6.3 Students will know Giulino di Mezzagra, Potsdam conference, Japanese instrument of surrender, German instrument of surrender, and we will begin talking about the cold war. As well as the rest of the previous knowledge and work accumulated during the unit. (Equip), The graphic organizer used will be a KWL chart so that they can see what they have learned from this lesson and both I and they will know what they still want to learn about. Students will also use the give one get one cooperative learning about certain things that we have learned throughout this unit (Explore), The experience will be to create the iMovie that will represent a major event or chain of connected events in some detail. This will be run completely from the WebQuest. (Experience) (R)6.4 The students will use the an exit ticket as their checking for understanding at the end of the lesson. After the projects have been presented the exit ticket will be to turn in a set of questions for each presentation in which they are supposed to gain the necessary information from all of them. (Rethink), The students will self and peer asses via a rubric that the teacher will use to formally grade it. (Rethink/Revise), Feedback by teacher on product will come in the form of a rubric. (Revise/Refine), (E)6.5 Formative Assessment - Checking for Understanding: Exit Ticket Timely Feedback: Teacher, self, peer (Evaluate) (T)6.6 Tailors Verbal: The Imovie will consist of a lot of writing and talking. There will also be writing in the graphic organizer and the give one get one. Logic: The Imovie will need some computer knowledge. Visual: The Imovie will consist of many movie clips and images. Musical: There is an option of incorporating music into the imovie. Kinthestic: The students could be moving around as a part of their imovie. Intrapersonal: The Imovie can be done individually or in groups. Interpersonal: The Imovie will be done either by themselves or in groups of two or three. Naturalist: The Imovie can be shot outside. (O)6.7 Students will be able to demonstrate political processes of different nations after WWII as well as go in depth about multiple events in the war. (Explanation)Product: iMovie, Number of Days: 5 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H)1.2 The students will be shown political cartoons in this lesson, it will be good to get them introduced to the key players of the war but it will tie this lesson into the next one about political processes. (Hook)
(E)1.3 Students will know Hitler, Truman, Roosevelt, Mussolini, Hirohito, Churchill, Chiang Kai-Shek, Stalin, allies, axis, the big three, Nazi (Equip), The graphic organizer that I chose was the step by step organizer as it is a good outline tool to find these specific topics and find details about them. The cooperative learning that I have chosen is the think, ink, pair, share model as it should allow them to find the information and then get together to compare information and have access to things that they may not have found on their own. (Explore), The students will create a blogger, this will be continuous, where they will post about the major communities discussed during the lessons and how they can relate themselves to the community or how their community relates to that community.(Experience)
(R)1.4 The students will take bubble wrap and put the terms and necessary information that they will need to learn in the course of the unit and throughout they will pop the bubbles when they have learned them(pop-it), for this specific lesson they will use quick writes to write down at the end of their lesson their understandings of the information gathered during the class. (Rethink), The students will have a checklist that they will need to complete in tandem with the pop it in order to display that they have gained all of the information necessary to do the blog on blogger as well as work towards the final project. The checklist may also be a good addition to the students portfolio. (Rethink/Revise), the feedback to the student from the assignment will be a teacher done checklist that they will receive after the project. (Revise/Refine),
(E)1.5 Formative Assessment - Pre-Assessment: I would us a matching sheet with the major vocab to cross what they think certain words mean against what the proper definition is. Checking for Understanding: Pop it and Quick writes Timely Feedback: Teacher, self (Evaluate)
(T)1.6 Tailors
Verbal: I will be using quick writes to have them communicate their understandings after the lesson. I will also be using the blogger for writing down how their community is similar to the ones of World War II
Logic: The step by step chart is very logical as it is a step by step process as to how things change as a result of other things.
Visual: I will be using political cartoons at the beginning of this lesson to introduce the people and start to ease them into the next lesson about political processes.
Musical: The war affected the entire music industry, how did the war change the music? How did the music of World War II affect people and the communities? How would this be compared to today?
Kinesthetic: The pop it will be hung on the wall and when they have learned one of the subjects on the pop it they will go over pop it off and then write a short blurb on a sticky note as to what they learned about it and put it in their individual box.
Intrapersonal: The pop it will be worked on as an individual project for each student to accomplish on their own.
Interpersonal: My whole lesson is based around how the students can relate themselves to other people and communities.
Naturalist: As it is the beginning of the war, I will show the students maps based on the state of the world at the beginning of the war and at the beginning of US involvement in the war.
(O)1.7 Students will be able to relate themselves to communities around the world with their own or to themselves. (Empathy) Product: Blogger Number of Days: 3 (Organize)
Lesson 2
(H)2.2 I want to revisit the political cartoons that we saw initially as well as several more, with this unit being on political processes the political cartoons will facilitate the lesson as well as tie in the previous lesson and keep a chain of knowledge. (Hook)
(E)2.3 Students will know Democracy, fascism, socialism, communism, Proportional representation, monarchy, Totalitarianism, imperialism, (Equip), The graphic organizers I chose were time order chart and t-chart because it is important to see them in relation to each other as far as their rise and fall and also their relation to each other as their theories dissent. The cooperative learning I chose was the onion ring because the students because it would facilitate short one on one conversations between partners about the respective political processes. (Explore), The students will create a glogster in which they will compare and contrast the political processes themselves and then compare and contrast the political processes from before and after the war within the major countries. (Experience)
(R)2.4 The students will do the onion ring exercise to check for understanding during the lesson to confirm their knowledge of the terms. (Rethink), The students will have a checklist that they will need to complete in tandem with the onion ring in order to display that they have gained all of the information necessary to do the glogster effectively as well as work towards the final project. The checklist may also be a good addition to the students portfolio. (Rethink/Revise), the feedback to the student from the assignment will be a teacher done checklist that they will receive after the project. (Revise/Refine),
(E)2.5 Formative Assessment - Checking for Understanding: Onion ring Timely Feedback: Teacher, self, peer (Evaluate)
(T)2.6 Tailors
Verbal: The onion ring caters to the verbal learners as it is a one on one talking experience in which the student will get the chance to voice their answer.
Logic: The time order chart and t-charts are both highly logical and apply to the mathematically minded.
Visual: The glogster appeals to the visual learner as it is a virtual poster that will consist of pictures and videos.
Musical: This was the beginning of the music industries shift towards political music, it would be interesting to share the beginnings of this political music towards them.
Kinthestic: The onion ring activity applies to the kinesthetic learner as it is largely a moving activity where they will respond to multiple people.
Intrapersonal: The glogster will work as an intrapersonal activity because it will be a one, two, or three person activity so they will have the opportunity to work by themselves.
Interpersonal: This lesson will work with interpersonal learners as it gives the student the opportunity to do the onion ring with multiple people or work on the glogster with a partner.
Naturalist: There are many political maps that emerged during this time and they changed frequently, using the maps to show the changes in the political geography for the naturalists would be a good tie to last lesson and should appeal to them.
(O)2.7 Students will be able to compare and contrast political processes and describe how they were different at the beginning and end of the war. (Perspective) Product: glogster Number of Days: 4 (Organize)
Lesson 3
(H)3.2 I will show the video recorded on Hilary Clinton about the International Human Rights day. (Hook)
(E)3.3 Students will know...People to people relations(Equip), The graphic organizer I chose was the step by step chart which would facilitate learning in this lesson as it would be easy to work through events and how they may have effected world views. The cooperative learning model that I chose to use was the clicker model as with it being electronic the students could respond individually without the influence of their peers and give genuine responses as to how they believed the world changed in a simplified form. (Explore), World war II, as part of the beginning of the auditory age, the students will make an audio recording of important events and speeches in their own words. (Experience)
(R)3.4 The students will use the clickers to respond individually without the influence of their peers and give genuine responses as to how they believed the world changed in a simplified form. (Rethink), The students will have a checklist that they will need to complete in tandem with the clickers in order to display that they have gained all of the information necessary to do the audio file project effectively as well as work towards the final project. The checklist may also be a good addition to the students portfolio. (Rethink/Revise), the feedback to the student from the assignment will also come back in the form of a checklist. (Revise/Refine),
(E)3.5 Formative Assessment - Checking for Understanding: clickers Timely Feedback: Teacher, self, peer (Evaluate)
(T)3.6 Tailors
Verbal: The students will be making an audio file using their own voices as well as clips from the era.
Logic: The clickers are a piece of technology that apply to mathematically minded people.
Visual: The video hook should lure these people into the lesson.
Musical: The music between countries is very different as a base but the music during war has some amazing differences but similarities as well.
Kinesthetic:
Intrapersonal: The clickers are an assignment that will be completed individually.
Interpersonal: The audio file can be made in groups or by themselves.
Naturalist:
(O)3.7 Students will be able to realize how they see the post-war world as a result of the events that occurred during the war. (Self-Knowledge) Product: .Audio file Number of Days: 3
Lesson 4
(H)4.2 The hook for this lesson will consist of showing maps that connect the countries through advancements before and after the war. (Hook)
(E)4.3 Students will know major events and places such as Pearl harbor, Normandy, Iwo Jima, Bastogne, Hiroshima, Nagasaki, Rape of Nanking, sino-Japanese wars, Soviet Union, Poland, Austria, England, Israel, Afrika korps, Ardennes, Aushwitz, Battle of Britain, Battle of the Bulge, Berlin, Concentration Camps, Dwight Eisenhower, Gestapo, Guadalcanal, Hitler youth, Holocaust, Leningrad, Manhattan project, Mariana islands, Battle of Midway, Okinawa, Sudetenland, Warsaw Ghetto, Yalta Conference, Atomic Bomb, Japanese internment. (Equip), The graphic organizer chosen for this lesson would be a t-chart consisting of one side having the major events and the other side having the implications of those events in it. The cooperative learning model that was selected for this lesson is partners as it will allow the students to teach and learn from each other. (Explore), The students will create a google doc in which they will write a short position paper about the stance a certain country took in the world after the war, the students will then choose the paper of another student in the class and evaluate whether the world views of the two correspond or not on another google doc. (Experience)
(R)4.4 The checking for understanding will be a corollary for the end of lesson task where they will use a country and write about their views, they will then work with a partner who will read it and then give them a piece of advice about it. (Rethink), There will have to be a rubric for this lesson as there are no specific things that can be checked off for multiple countries, in example the point of view of Poland was much different than Germany after the war, with a rubric they can be assessed as to the quality of the work. (Rethink/Revise), Feedback by teacher on Product will come back in the form of a rubric as well. (Revise/Refine),
(E)4.5 Formative Assessment - Checking for Understanding: give one get one Timely Feedback: Teacher, self (Evaluate)
(T)4.6 Tailors
Verbal: The give one get one is a writing activity so this will appeal to linguistic students.
Logic: Using the computers to access google docs should apply to the logically minded people.
Visual: The maps provide a visual presence to apply to these students.
Musical: Music changes greatly from war to war as they relate to the people, looking at the changes in music from war to war would show a great effect on the masses of people.
Kinesthetic:
Intrapersonal: The first part of the lesson they will write about a country.
Interpersonal: After writing about a country the students will work in teams to give advice about their writing. This lesson also works with the cooperative learning partners.
Naturalist: Maps are a large portion of this lesson and they should appeal to these students.
(O)4.7 Students will be able to document the world views of specific countries after World War II as a result of the many factors and events in the war. (Interpretation) Product: Google docs, Number of Days: 3 (Organize)
Lesson 5
(H)5.2 I will show the first few minutes of FDR's infamy speech from December 8th 1941 to exhibit the beginnings of world view changes for the United States I will relate this to the September 11th attacks and present a small clip of that to make the connection between the speeches. The speeches are meant to unite the people under a common cause, these speeches were directed to the country, uniting the country into one community. The country was not the only thing effected by these events though, look at the preceding events and events that follow. (Hook)
(E)5.3 Students will know the difference between relating themselves to other people from relating other people to other people the students will also know that events such as these effect the entire world as the world is a community. (Equip), For the graphic organizer in this lesson I chose to use both a timeline and a venn diagram. The timeline would outline the time frame of changes in the world, something that we have been looking at the whole unit. (this will be a class wide project where the students will work in groups and the war will be broken up into years and the battles/leaders/events from the previous lessons will be put into a timeline, which each student will fill out their own timeline. After this is completed the students will get into groups with a person from the initial groups and they will share the information so that the students have all the events in a timeline for themselves.) Then the diagram will pick out the specific changes that occurred after a grouping of pre-selected events. The cooperative learning chosen for this lesson was the every pupil response. this was chosen because there can be many correct answers to these questions and this way everyone will be able to put in their answer via the flash cards. The students will be presented with a selection of questions about how the world reacted to events and the students will write their answers and present them, if they choose to the class. They will be reminded that there are a plethora of answers and they should not be afraid to answer differently than another student. The students will also be writing their own mini speeches on how they would handle a traumatic event that they would deliver if they were presidents of the United States. (Explore), The product for this lesson would end up being a prezi as it would be a more in depth timeline comparison of one event in the war. The event that they choose will end up being the concentration in their final project for the next lesson. They will find the list of occurrences in the event and make a prezi of this in depth timeline where they will break down what happened in the event. This will be presented in the form of a gallery walk where they will go around the class and take a few minutes to look at everyone's to gather ideas for their own. (Experience)
(R)5.4 The students will use the every pupil response in order for everyone to put in their answers because there may be many correct answers to the questions associate with this and it would facilitate their ideas and not terminate them through someone answering with one of the multiple correct answers. (Rethink), The assessment for this project will be a checklist to see if they got the major understandings behind this idea. (Rethink/Revise), and feedback by teacher on the Product will also come in the form of a checklist done during the gallery walk and they will get them back immediately after. They will then be presented the opportunity to get back half of the points they lost by fixing what they missed. (Revise/Refine),
(E)5.5 Formative Assessment - Checking for Understanding: every pupil response Timely Feedback: Teacher, self (Evaluate)
(T)5.6 Tailors
Verbal: The timeline on this one will have a lot of writing on it as well as the venn diagram. They will also be writing a short paper/speech on how they would respond to a tragedy if they were president.
Logic: Venn diagrams appeal to logically minded people. These students should also like using the prezi as it is a web based computer tool.
Visual: The Prezi will work to engage these students that learn visually as it uses pictures and videos. The hook also being videos and images should appeal.
Musical: The students will have the option of putting music in their prezi's if they so choose.
Kinthestic: The students will have many chances to be up and out of their seats moving around to work in groups with the timelines.
Intrapersonal: The venn diagram will be completed individually as well as the every pupil response being individual.
Interpersonal: The timeline will be working extensively in groups. to complete all of the work.
Naturalist: These students should be drawn into this lesson because of the real world application making the association of their own community with the world community.
(O)5.7 Students will be able to exhibit why communities changed (Application)Product: Prezi, Number of Days: 4 (Organize)
Lesson 6
(H)6.2 I will show the my student sample of the newscast that I did. (Hook)
(E)6.3 Students will know Giulino di Mezzagra, Potsdam conference, Japanese instrument of surrender, German instrument of surrender, and we will begin talking about the cold war. As well as the rest of the previous knowledge and work accumulated during the unit. (Equip), The graphic organizer used will be a KWL chart so that they can see what they have learned from this lesson and both I and they will know what they still want to learn about. Students will also use the give one get one cooperative learning about certain things that we have learned throughout this unit (Explore), The experience will be to create the iMovie that will represent a major event or chain of connected events in some detail. This will be run completely from the WebQuest. (Experience)
(R)6.4 The students will use the an exit ticket as their checking for understanding at the end of the lesson. After the projects have been presented the exit ticket will be to turn in a set of questions for each presentation in which they are supposed to gain the necessary information from all of them. (Rethink), The students will self and peer asses via a rubric that the teacher will use to formally grade it. (Rethink/Revise), Feedback by teacher on product will come in the form of a rubric. (Revise/Refine),
(E)6.5 Formative Assessment - Checking for Understanding: Exit Ticket Timely Feedback: Teacher, self, peer (Evaluate)
(T)6.6 Tailors
Verbal: The Imovie will consist of a lot of writing and talking. There will also be writing in the graphic organizer and the give one get one.
Logic: The Imovie will need some computer knowledge.
Visual: The Imovie will consist of many movie clips and images.
Musical: There is an option of incorporating music into the imovie.
Kinthestic: The students could be moving around as a part of their imovie.
Intrapersonal: The Imovie can be done individually or in groups.
Interpersonal: The Imovie will be done either by themselves or in groups of two or three.
Naturalist: The Imovie can be shot outside.
(O)6.7 Students will be able to demonstrate political processes of different nations after WWII as well as go in depth about multiple events in the war. (Explanation) Product: iMovie, Number of Days: 5 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe